UC-NRLF 


2fl    21S 


LB 

1837 

L6 

D38 

1901 

MAIN 


GIFT  OF 


FEE    1    1P71 


NATURE    STUDY 


IN  THE 

LOS  ANGELES 

STATE 
NORMAL 

BY  B.  M.  DAVIS 


REPRINT  FROM 

LOS  ANGELES  NORMAL  EXPONENT 
JUNE,  1901 


NATURE  STUDY  IN  THE  LOS  ANGELES  .STATE  NORMAL 


While  nature  study  is  conceded  as  a  necessary  part  of  the  common 
school  curriculum,  it  must  be  admitted  that  in  practice  much  of  it  falls 
far  short  of  what  is  expected. 

Indefiniteness  of  plan,  disregard  of  natural  interests  of  children, 
repetition  of  topics  from  grade  to  grade,  and  above  all  the  lack  of  insight 
of  the  teacher  as  to  the  real  aims  and  purposes  of  the  subject,  are 
responsible,  in  part  at  least,  for  this  failure. 

The  following  synopsis  of  the  nature  study  done  in  the  training  school 
of  the  Los  Angeles  State  Normal,  represents  the  progress  made  so  far 
toward  a  solution  of  the  difficulties  just  indicated,  and  an  attempt  to 
put  the  subject  on  a  better  pedagogical  basis.  No  claim  is  made  that 
the  principles  outlined  or  the  course  of  study  based  upon  them  repre- 
sent a  final  solution  of  the  problem,  but  simply  what  is  in  actual  oper- 
ation in  this  school.  It  will  continue  to  be  revised  and  subjected  to  the 
most  severe  tests  of  ordinary  school  conditions. 

Synopsis. 

I.     THEORETICAL  BASIS.— (I,  2,  6,  7,  16,  17).* 

(a.)  Environment  being  twofold,  physical  and  social  (that  of  civil- 
ization), both  must  be  considered.  As  civilization  advances  less 
attention  may  be  paid  to  the  first  but  we  are  not  ready  to  neglect 
it  now,  for  the  instincts  formed  during  the  race's  complete 
dependence  on  nature  are  still  strong. 

(b.)  One  of  the  chief  aims  in  education  is  to  give  to  the  individual 
power  to  adapt  himself  to  his  environment.  This  adaptation  does 
not  depend  so  much  upon  the  child's  early  training  in  special 
lines  as  satisfying  certain  natural  tendencies.  These  tendencies 
or  instincts  aie  what  the  race  has  found  necessary  to  fit  into 
environment,  hence  must  be  considered  in  the  present  environ- 
ment. The  love  of  nature  is  probably  one  of  the  strongest  instincts 
of  the  child  during  the  ages  from  four  to  ten.  (I,  2.) 

(c.)  From  the  preceding  it  follows  that  the  subject  as  related  to 
*  Numbers  refer  to  References. 


••44278 


jrs-.  valuable  in  proportion  to  the  opportunities  out  of 
'  ' '  school  to  secure  contact  with  nature.  It  must  not  be  taken  for 
granted,  however,  that  the  subject  should  be  neglected  in  favored 
localities.  In  such  places  the  natural  advantages  should  be  made 
the  most  of.  The  country  child  should  realize  his  opportunities 
so  that  he  may  appreciate  his  surroundings. 

(d.)  The  problem  in  the  early  school  years  of  the  child  is  to  bring 
into  his  life  as  much  of  nature  as  possible.  In  carrying  out  this 
greater  aim,  the  lesser  ones,  such  as  habits  of  observation  and 
interpretation,  power  of  expression,  etc.,  will  be  gained. 

(e.)  Nature  work  has  its  greatest  value 
in  the  kindergarten  and  early  primary 
years,  but  is  valuable  in  later  years  in 
furnishing  an  acquaintance  with  and 
understanding  of  the  common  things  of 
nature,  and  the  power  to  interpret  them. 
II.  PURPOSES  OR  AIMS.  (Definitely  stated.) 

(a.)  Fundamental,  satisfying  natural 
interests,  thereby  giving  basis  for  acces- 
sory development.  (1,2.) 

(b.)  Character  building,  considering  character  in  the  sense  of 
being  the  adaptation  of  an  individual  to  his  physical  and  social 
environment.  The  best  adaptation  not  only  secures  the  immedi- 
ate but  provides  for  the  future.  The  latter  can  only  be  done  by 
the  individual  giving  something  to  his  environment,  whether 
physical  or  social,  (e.g.  Caring  for  animals  and  plants.)  (I,  7, 17.) 

(c.)     General  culture.     (I,  3,  4,  5,  10,  11,  13,  14.) 

1.  Knowledge  of  the  things  of  nature  which  all  should  know. 

2.  Training  which  may  form  a  basis  for  future  studies  in  pure 

science,  or  application  of  science  methods. 

3.  Experiences  which  may    be    useful    in    interpretation    and 

production  of  literature. 

III.     APPLICATION  OF  ABOVE. — (All  of  II.)     Three  general  lines  of  pro- 
cedure, 
(a.)    Bringing  into  the  child's  experience  as  many  things  as  pos- 


sible  in  the  school  room  directly,  and  outside  by  means  of  reports 
and  collections. 

(b.)     Co-operative  study  of  the  natural  environment  of  the  school, 
where  the  teacher  organizes  and  directs  the  work. 
(c.)     Caring  for  animals  and  plants,  utilizing  the  industrial  or 
human  relations  to  nature,     (e.g.  The  cow  as  a  milk  producer, 
dairies,  etc.     (I.  8.) 

IV.  SELECTION  OF  MATERIAL. — Two  objects  to  be  kept  in  view,  viz: — 
natural  interests  of  the  child  at  different  ages,  and  availability  of 
material. 

(a.)     Interests.     (I,  12,  15,  17.) 

"Attributes  such  as  form,  size,  color  and  structure,  which  are 
usually  emphasized  in  science  lessons  have  very  little  interest  to 
the  child,  while  motion  and  use  have  very  great  attractions."  (1,1.) 
The  animal  as  a  moving  object  to  secure  and  play  with  seems  to 
attract  the  child  at  first.  Soon  is  added  to  this  a  desire  to  find 
out  what  it  does.  When  this  great  object  is  reached,  aside  from 
interest  in  movements,  the  child  is  ready  for  something  else. 
The  spirit  of  competition  may  be  used  to  advantage  in  many  ways 
in  all  grades,  (e.g.  In  securing  specimens  and  in  garden  work.)  (1,7.) 
Tendency  to  collect  things  should  be  made  the  most  of.  In  the 
fifth  and  sixth  grades  group  activity  may  be  secured  by  forming 
naturalist's  clubs.  (I,  16.) 

(b.)  Material.  Chief  source  of  material  is  in  the  immediate 
environment  of  the  school.  The  material  at  hand  is  used,  for  it 
is  most  easily  obtained  and  cared  for.  The  outdoor  studies 
center  around  the  garden  work.  The  studies 
of  animals  and  plants  in  field  excursions, 
and  in  the  class  room  are  expected  to  stimu- 
ulate  observation  out  of  school  hours.  All 
outside  experiences  are  used  so  that  the 
pupil  may  put  a  value  on  them,  and  have  a 
desire  to  increase  them.  Other  things  being 
equal,  the  material  is  always  selected  which 
will  conform  to  the  general  aim  of  the  sub- 
ject. (II,  a,  b,  c.) 


V.  METHOD. — (All  of  II.)  General  method  has  already  been  indi- 
cated. Nature  study  differs  somewhat  from  other  nubjects  in 
having  two  phases  of  presentation,  requiring  different  methods. 

(a.)  Observation.  The  child  must  gain  his  experiences  from 
actual  contact  or  close  observation.  He  must  be  led  or  directi  d 
in  such  a  way  that  the  great  facts  of  whatever  is  observed  may  be 
seen  and  appreciated,  and  not  covered  up  in  a  mass  of  details. 
Usually  the  child  naturally  selects,  as  his  center  of  interest,  the 
most  important  characters.  The  questions  which  arise  should  be 
answered  by  the  object  itself  as  far  as  possible. 

(b.)  Recitation.  The  basis  of  the  recitation  is  what  has  been 
previously  observed.  All  points  relating  to  the  subject  should  be 
recalled  by  the  pupil  and  definitely  expressed.  The  recitation 
should  stimulate  accurate  and  extended  observation,  so  that  the 
pupil  may  use  his  time  better  when  new  material  is  taken  up. 

VI.     FACTS  TO  BE  KEPT  IN   MIND  IN  HANDLING   MATERIAL  IN  OBSER- 
VATIONS OR  RECITATION.* 

"Nature  study  has  largely  to  do  with  the  relations  of  things." 
(I,  14). 

1.  To  the  whole  of  which  the  object  is  a  part. 

2.  To  natural  environment. 

3.  To  past  and  future. 

4.  To  other  individuals,  similar  or  otherwise. 

5.  To  cause  and  effect. 

6.  To  man. 

7.  To  Creator.     Natural  laws. 

8.  To  other  school  work. 

Recognizing  that  the  chief  interest  is  not  in  the  structure  but 
activities  of  animals  and  plants,  the  following  is  suggested : 

ALL  LIVING  ORGANISMS  ARE  AT  WORK  AND  ALL  ARE  DOING  (each  in  its 
own  way)  THE  SAME  KIND  OF  WORK,  viz : 
(a.)    Its  own  support. 
1.  Nutrition  (food  and  oxygen). 


*  These  suggestions  are  expected  to  help  teachers  in  preparing  lesson-plans  by 
keeping  the  great  facts  of  animals  and  plants  before  them. 


2.  Protection  (enemies,  etc.) 

(b. )  Production  and  care  of  organisms  like  itself. 
ANIMALS. — (III,  27,  28.)  The  animal  body  must  be  adapted  to  secure 
the  essentials  of  life  for  itself  and  young  in  its  particular  environ- 
ment. With  some,  this  region  is  extremely  limited,  because  the 
animal  is  adapted  to  conditions  which  have  a  very  restricted  area, 
(e.g.  Even  or  uniform  temperature,  water,  etc. )  These  adapta- 
tions may  be  classified  as  follows : 

1.  Food  securing.     2.  Air  securing.    3.  Self  protection.    4.  Rival- 
ry.   5.  Defense  and  care  of  young.    6.  Surroundings. 

1.  In  getting  food  two  things  must  be  considered. 

(a.)  Nature  of  food,  and  how  secured  or  captured,  (e.g.  If  the 
food  of  a  certain  animal  consists  of  roots  of  plants,  it  must  be 
able  to  dig  them  up,  or  make  burrows  to  reach  them.  After 
reaching  them  the  teeth  and  jaws  must  be  adapted,  to  breaking 
them  off.) 

(b.)  How  food  is  managed  after  being  secured  i.e.  whether  dis- 
posed of  at  once  and  how  (by  teeth  or  other  means)  or  stored  up 
for  future  use. 

2.  The  adaptations  for  securing  oxygen  are  easily  determined.     If 
from  air,  by  means  of  lungs  or  air  tubes  ;  if  from  water,  by  means 
of  gills. 

3.  The  animal  may  protect  itself  in  any 
of  several  ways,  or  by  a  combination 
of  all  or  part  of  these. 

(a.)     Hiding,    using    some    means  of 

shelter,   either  from    view  or  from 

direct  attack  of  the  enemy. 
(b.)     Defending  itself  by  inflicting  some  injury  on  enemy,  as  biting, 

stinging,  etc. 

(c.)     Running  away,  and  thus  escaping, 
(d.)     Imitating  in  color  or  form  its  surroundings  in  such  a  way  as 

not  to  be  seen. 

(e.)     Imitating  some  animal  known  to  be  dangerous, 
(f.)     Being  provided   with  protective  armor  which  successfully 

repels  attacks. 


(Often  the  same  adaptations  which  wilt  secure  protection  will  also 
help  in  securing  food. ) 

4.  Rivalry  among  members  of  its  own  species,  (e.g.  brilliant  plum- 
age of  certain  male  birds.) 

5.  The  animal  must  care  for  its  young.     In  general  this  care  depends 
upon  the  individuals  in  the  family.   An  interesting  way  to  consider 
this  subject  is  to  study  the  life  histories   of  animals.     In   many 
cases  this  is  possible.     The  same  questions  as  to  food,  oxygen,  ene- 
mies, etc.,  are  to  be  noted  in  study  of  the  care  of  the  young,  except 
that  the  parent  may  provide  for  all  or  part  of  the  essentials  for 
existence.     (Egg,  scale  insect,  ants,  kangaroo,  etc.) 

6.  Animals  must  adapt  themselves  to  their  surroundings.     Some  of 
the  factors  are  seasons,  climate,  water,  dryness,  etc. 

SUGGESTIONS  FOE  STUDY  OF  INSECTS. 

Equipments  for  the  School  Room.— (Ill,  27,  28,  30,  31,  32,  35,  36, 

37,  38,  39,  V,  77.) 

Insect  Net. — Made  by  fastening  a  hoop  eight  inches  in  diameter 
of  No.  8  wire  to  end  of  broom  handle,  and  sewing  a  bag  of  netting 
two  feet  deep  to  the  hoop. 

Cage. — A  small  wooden  box  with  posts  extending  from  corners, 
(8-12  in.)  above  the  top  of  the  box  to  support  the  netting.  The 
box  should  be  partly  filled  with  earth  and  growing  seedlings.  The 
netting  should  cover  the  box  completely.  A  paper  shoe  box 
makes  a  very  good  cage.  Collecting-boxes  should  be  small  card- 
board or  cigar  boxes. 

Poison  Bottle. — This  is  sometimes  needed  if  insects  are  to  be  killed 
and  mounted.  (Ill,  36.) 

Collecting. — Insects  are  usually  hard  to  find  on  account  of  their 
protective  devices.      Each  plant  should   be  looked 
over  quietly  and  carefully.     A  few  plants  should  be 
selected  and  hunted  over  slowly  rather  than  a  great 
many  hurriedly.     Examine  leaves ,  bark ,  flo wer,  fruit , 
stem    and    roots,  taking  note    of    places    and  con- 
ditions.    (II,  21.) 
Points  to  Observe  and  Study. 
Method  of  getting  food  from  plants.     (Jaws,  teeth,  etc.) 


How  they  deposit  eggs,  ovipositor,  spinning  apparatus,  etc. 

Movements,  Wings — Arrangement.  If  two  pairs,  arrangement 
of  each.  How  wings  are  used  in  flying.  Resting  condition, 
whether  spread  or  not.  Character  of  wings  as  affecting  flight. 
Compare  with  birds. 

Crawling  movements.  Legs — Position  and  attachment.  Order  of 
movements.  Tracks  in  dust. 

Attack  and  defense.     Color,  shell,  odors,  stings,  concealment,  etc. 

Life  History.  Changes  from  egg  to  adult.  These  changes  may  be 
watched  by  keeping  the  larvae  and  feeding  them  in  the  cage. 

Table  for  identification  of  a  few  of  the  common  orders.  For  closer 

identification  see  (III,  27,  30,  31,  36.) 
A.     Jaw-like  mouth  parts  for  biting. 

B.     Two  pair  of  wings,  unlike  in  structure. 

c.  Outer  wings  sheath-like  and  meeting  in  a  straight  line;  under 
wings  folding  in  two  ways. — Sheath-wings,  (Coleoptera.) 
cc.  Outer  wings  leathery  and  meeting  in  a  straight  ridge  ;    under 
wings  folding  lengthwise  like  a  fan. — Straight  wings.  (Orthoptera.) 

BB.     Two  pair  of  wings,  alike  in  structure. 

c.  With  many  nerves  in  the  wings. — Nerve-wings.  (Neuroptera.) 
cc.  With  few  nerves  in  the  wings. — Membrane-wings.    (Hymen- 
optera.) 
A  A.     Tube-like  mouth  parts  for  sucking. 

B.     Two  pair  of  wings. 

c.  Wings  covered  with  powdery  scales. — Scale-wings.     (Lepidop- 
tera. ) 

cc.  Wings  not  covered  with  scales. 

d.  Upper  wings  of  uniform  texture,  with  one  wing  crossing  the 
other  in  the  back. — Similar-wings.     (Homoptera.) 

dd.  Wings  plainly  of  two  different  textures,  with  one  wing  cross- 
ing the  other  on  the  back. — Dissimilar- wings.    (Heteroptera.) 
BB.     One  pair  of  wings.     Two-wings.     (Diptera.) 
PLANTS.— (IV,  45,  46,  48.52,  53.) 

Flowering  Plant.  Many  parts  or  organs,  but  three  chief  ones : — 
leaf,  stem  and  root,  each  definitely  related  to  something  outside 
of  it.  (IV,  52.) 


1.  Leaf. — (Foliage.)     On   stem   always  exposed  to  light,  each  leaf 
seeking  as  much  light  as  possible  without  danger. 

Chief  work  of  the  leaf  to  make  use  of  sunlight  as  power  to 
form  starch-like  compounds  from  carbon  dioxide  (taken  from  the 
air)  and  water  (taken  from  the  ground). 

Structure.  Protecting  region  (epidermis).  Working  tissue  (green 
cells).  Conducting  tissue  (veins).  Openings  (stomata). 

Protection  against  cold,  dryness,  sunlight,  rain,  etc.,  by  hairs, 
thickened  epidermis,  water  storage,  movement  of  leaves,  etc. 

2.  Stem. — Great  use  of  the  stem  for  leaf  display,  and  its  character 
depends  upon  the  character  of  the 

leaves  it  bears.  * 

Structure  determined  by  its  work. 
All  stems  have  protecting,  grow- 
ing, conducting,  supporting,  and 
food  storage  regions.  Variety  due 
to  disposition  of  these  regions. 

Types.  According  to  method  of  sup- 
porting leaves,  procumbent,  climb- 
ing (several  kinds),  floating  and 
erect. 

3.  Root. — Adapted  to  soil     relation, 
and  work  is  to  absorb,   this    de- 
pending   on     surface     exposure. 

Growth  near  end,  and  influenced  by  gravity  and  water.     Many 
roots  used  for  food  storage. 

Types. — Underground  (the  common  type),  aquatic  (adapted  for 
getting  free  water),  aerial  (adapted  for  getting  water  from  air), 
parasite  (adapted  for  getting  water  and  food  from  other  plants), 
clinging  (modified  for  support). 

Additional  points  to  be  kept  in  mind  in  the  study  of  plants : 

Life  History. — If  flowering  plant,  form  and  parts  of  seed,  mode  of 
dispersal,  food  supply,  stages  of  germination,  disposal  of  seed- 
coats  in  germination,  etc. 

8 


Environment. — Soil,  dry  or  wet.  Character  of  soil  (sand,  clay, 
etc.)  Power  of  soil  to  retain  moisture.  Elevation.  Exposure  to 
sun  and  winds.  Relation  to  other  plants. 

Food. — Adaptation  of  the  plant  for  getting  nourishment  from  the 
ground.  Character  of  the  roots. 

Adaptation  for  getting  sunlight.  Character  of  the  stem  as  regards 
leaf  display.  (Erect,  climbing,  etc.) 

Arrangement  and  shape  of  the  leaves.  Structure  of  the  leaves  in 
regard  to  protection  from  too  much  sunlight,  or  too  free  trans- 
piration. Relation  of  this  structure  to  the  plant's  ability  to 
thrive  under  various  conditions.  Effect  of  dry  weather  on  plant. 

Enemies. — Plant  enemies  (rusts,  mildews,  etc.)  Animal  enemies, 
means  of  protection  from.  Relation  to  man.  Useful  or  harmful. 
If  harmful  (a  weed)  points  that  make  it  so  (rate  of  growth,  repro- 
duction, etc.) 

Reproduction. — Two  methods.     1.     Vegetative  (ordinary  growing 
process).     2.     Special  bodies  (spores  of  lower  plants  and  seeds  of 
flowrering  plants). 
SUGGESTIONS  FOR  THE  STUDY  OF  FLOWERS. 

Purpose  of  the  flower  twofold :  (a.)  Secure  pollination,  (b.)  Pro- 
tect the  developing  seed.  (IV,  52.) 

(a.)  Pollination.  This  means  the  transfer  of  pollen,  usually  from 
the  pollen  sacs  of  the  flower  to  the  stigma  of  another,  sometimes 
to  its  own  stigma.  When  this  is  done,  certain  changes  begin  in 
the  ovary  of  the  flower  whose  stigma  receives  the  pollen,  result- 
ing ultimately  in  the  formation  of  the  seed.  Without  this  process 
(pollination)  no  seed  can  be  formed.  To  secure  pollination  is  the 
first  problem  of  the  flower.  There  are  almost  as  many  ways  of 
working  it  out  as  there  are  kinds  of  flowers.  Two  means  of  trans- 
fer of  pollen  are  available — wind  and  animals  (chiefly  insects.) 

1.  Wind. — When  this  method  is  used  the  following  adaptations 
are  necessary :    a.  Plants  or  flowers  must  be  close  together,     b. 
Large  amount  of  pollen,      c.  Large  expanse  of  btigma.     (Illus- 
trated by  the  oats,  wheat,  pine,  etc.) 

2.  Insects.— Three  adaptations,    a.  Prevention  of  self-pollination. 

9 


b.  Securing  visits  from   desirable  insects,     c.  Preventing  visits 
from  undesirable  visitors, 
(a.)     Prevention  of  self-pollination. 

The  dangers  of  self-pollination  arise  only  in  flowers  that  have 
both  stamens  and  pistil.  The  stigma  of  the  pistil  is  said  to  be 
mature  when  it  has  upon  it  a  sweetish,  sticky  fluid  which  holds 
the  pollen.  Unless  the  stigma  is  in  this  condition  the  pollen  will 
not  cause  development  of  the  seed  in  the  ovary  of  the  pistil.  The 
pollen  is  mature  when  it  is  shedding  or  ready  to  fall  from  pollen 
sacs.  There  are  many  devices  for  preventing  pollination,  but 
most  of  them  may  be  included  in  three  general  methods : 

1.  Position,  (flower  so  constructed  as  to  be  impossible  for  the 
pollen  to  reach  its  own  stigma.)  2.  Consecutive  maturity,  (pol- 
len and  stigma  maturing  at  different  times.)  3.  Difference  in 
pollen. 

(b.)     Cross-pollination  by  means  of  insects  : 

Some  inducement  must  be  offered,  such  as  nectar,  pollen,  or,  in 
some  cases,  shelter.  Color  and  odor  serve  as  guides 
to  location  of  flowers.  The  flower  must  be  so  con- 
structed as  to  compel  the  insect  to  touch  the  pollen 
in  one  flower  and  rub  SOL  ie  off  on  the  stigma  of  the 
other.  Each  flower  has  its  own  way,  hence  the 
variety. 

(c. )  Undesirable  insects.  Only  flying  insects  are  useful,  but  crawl- 
ing in  sects  are  attracted.  Some  of  the  adaptations  for  keepingthem 
away  are — hairs,  glandular  secretions,  water  reservoirs,  move- 
ments, milk  or  glue,  structure  of  flower,  bloom,  position  of  flower, 
etc. 

(b.)    Protection  of  developing  seed. 

In  general  the  developing  seed  is  protected  in  two  ways  by  me- 
chanical means  such  as  the  plant  protects  itself  with  (thorns,  etc  ) 
or  chemical,  having  the  part  around  the  seed  bitter  or  poisonous. 
All  parts  of  the  flower,  which  are  concerned  in  pollination  alone 
and  do  not  help  protect  the  growing  seed,  drop  off  or  wither. 

10 


VII.    GENERAL  OUTLINE  OF  COURSE  IN  NATURE  STUDY  THROUGH  EIGHTH 

GRADE— (Spring  Term  1901).  * 
Kindergarten.     (No  specified  time.) 

Garden  work  every  day.     Animals  and  plants  in  the  rooms  for 
observations  in  connection  with  stories.     Trips  to  parks.     Chil- 
dren encouraged  to  bring  in  anything  of  interest  in  nature. 
First  Grade.     (Two  twenty  minute  periods  daily.) 

Garden  work  as  often  as  necessary   to    care    for    the  plants 
started  in  the  fall.    Harvesting  of  corn,  beans,  peas,  etc.     Field 
lessons  after  the  rains.     (II,  19,  23,  25 ;  IV,  47,  51.) 
Animal  study.     (Ill,  26,  29,  41 ;  V,  78.) 

1.  Rabbit,  squirrel,  and  gopher.  2.  Cow,  sheep,  and  goat. 
3.  Hen,  duck.  4.  Frog  and  tadpoles.  5.  Bees,  caterpillars, 
and  butterflies. 

Stories  and  poems  taken  in  connection  with  animal  and  plant 
study.  General  plan  in  animal  study — home,  food,  and  adapta- 
tion to  environment  (mode  of  life.) 

Time  taken  for  observation  of  any  objects  of  interest  at  any  time. 
Correlation  with  literature  and  drawing. 

Second  Grade.     (Twenty  minute  periods  daily.)   (References  same  as 
for  First  Grade.) 

Garden  work.  Preparation  of  ground  and  planting  of  common 
vegetables — corn,  beans,  squash,  lettuce,  radishes,  carrots, 
onions,  etc.  Observation  on  growth  and  care  of  plants.  Flower 
and  fruit,  introduced  by  study  of  the  orange  flower  by  tracing 
fruit  back  to  pistil.  Idea  brought  out  that  the  pistil  has  to  do 
with  the  fruit,  and  that  the  other  floral 
organs  are  necessary  to  start  the  devel- 
opment of  fruit. 
Animal  study. 

Horned  toad,  lizard,  turtle.    Types  of 
seizers,    climbers,  waders,   swimmers,, 
runners  from  such  birds  as  owl,  parrot, 
ostrich,  sea-gull,  pelican,  and  heron. 
Such  insects  as  are  brought  in  by  chil- 

Detailed  outline  only  given  for  the  third  grade,  owing  to  lack  of  space. 

11 


dren,  especial    attention    given   those  found  in  connection  with 
the  gardens. 

Correlation  with  literature  and  drawing. 
Third  Grade.     (Twenty  minute  periods  daily.) 

Garden  work.    Later  stages  and  harvesting  of  wheat,  barley,  beets, 
and  other  commercial  plants. 

Plants.     "From  flower  to  seed"  of  available  plants  on  campus, 
and  also  the  common  native  plants.     Collections  made. 
Animals.     Life  history,   habits,  etc.,    of  toad,   frog,   and  sala- 
mander. 
Occasional  lessons  on  evaporation,  weather,  etc. 

Correlation  with  literature,  drawing,  geography,  arithmetic. 

DETAILED  OUTLINE  AND  SUGGESTIONS  FOR  TEACHERS  OF  THIRD  GRADE.* 

The  work  consists  of  plant  and  animal  study  taken   together. 

Ordinarily  two  periods  are  given  to  animal  study  and  three  to 

plant  study,  but  this  order  is  varied  to  suit  circumstances,  such 

as  lack  of  material,  etc. 
Subjects. 

Animal  study.     (II,  21,  23  ;  III,  26 ;  V,  67,  69,  80. ) 

Frog  and  toad,  general  characters  and  habits. 

Salamander,  general  characters  and  habits. 

Life  history  of  each. 

Review  of  horned-toad  and  lizard  for  comparison. 

Such  insects  as  are  found  in  connection  with  the  study  of  plants. 
Plant  study.     (II,  19 ;  III,  47  ;  IV,  50.) 

Garden  work.     Commercial  plants,  wheat,  etc. 

From  flower  to  seed  of  the  most  common  wild  flowers. 
Frog  and  '/bad  and  their  Life-histcries. 

Material,  collecting,  and  preservation. 
Collecting. 

For  this  a  pail  and  net  (with  long  handle)  will  be  useful. 

Some  provision  for  keeping  the  feet  dry,  rubbers  or  rubber  boots. 
When  to  go. 

Any  time  after  the  20th  of  Jan. 


Similar  outlines  have  been  prepared  for  all  grades. 

12 


Where  to  go. 

Any  quiet  place  where  water  has  been 
standing  for  some  time.  The  pools 
alotig  the  Los  Angeles  river  may  be 
reached  by  taking  the  Daly  street  car 
at  the  Buena  Vista  street  bridge. 
Ponds  at  the  parks  at  unfrequented 
parts. 

Eggs  are  usually  found  in  the  garden  pond. 
How  to  hunt  frogs  and  toads. 

No  specific  directions  ought  to  be  necessary  for  this.  They  will 
usually  be  found  along  the  edges  of  the  pond  and  will  jump  into 
the  water  when  frightened.  They  will  soon  come  to  the  top  of 
the  water  for  air,  when  they  may  be  seen  and  caught  with  the 
net.  When  caught  they  should  be  put  in  a  covered  pail  or  sack, 
care  being  taken  to  give  them  enough  air. 
Where  to  find  eggs. 

Eggs  will  likely  be  found  where  the  frogs  and  toads  are.  It  may 
take  some  careful  hunting  to  find  them.  They  are  usually  in 
shallow  water  near  the  bank.  Frog  eggs  are  in  rather  large  gel- 
atinous masses  clinging  to  sticks  or  plants.  Each  egg  has  in  its 
center  a  small  black  or  dark  spot  (the  egg  proper).  See  preserved 
specimens. 

Toad  eggs  are  deposited    in    similar    manner,    but  are  distin- 
guished from  frog  eggs  by  being  in  strings,  and  are  not  always 
attached  to  sticks.     See  preserved  specimens. 
As  fast  as  they  are  gathered  they  should  be  placed  in  water. 
Toads — What  to  do  with  them. 

Places  should  be  prepared  for  them  as  nearly  like  their 
natural  surroundings  as  possible,  and  should  be  covered 
with  netting  to  keep  them  from  escaping.  A  dish  of 
fresh  wrater  should  be  in  the  box.  Care  should  be  taken 
to  have  the  box  always  clean. 

Frogs— They  may  be  kept  in  the  same  place  as  the  toads. 
Feeding.     Both  frogs  and  toads  are  fond  of  small  living  animals 
such  as  worms  and  insects. 
Eggs.    For  the  later  stages  put  part  of  the  eggs  in  the  garden  pond . 

13 


The  remainder,  not  too  many,  may  be  put  in  glass  globes.  Several 
should  be  put  in  shallow  dishes  (l/2  doz.  in  each)  for  individual 
observation.  Care  must  be  taken  to  keep  the  water  well  aerated. 
This  may  be  done  by  changing  the  water  frequently  or  by  forcing 
air  into  the  water  by  means  of  a  bicycle  pump.  In  all  cases  the 
natural  pond  conditions  should  be  imitated. 

Observations.  These  should  be  made  outside  of  recitation  periodson 
the  animals  in  the  school  room.  One  trip  to  the  garden  pond  should 
be  made  each  week  to  compare  with  other  specimens.  The  changes 
are  rapid  at  first  but  less  rapid  as  the  animal  grows  older. 
Things  to  be  observed.  Account  of  number  from  time  to  time.  It  will 
be  found  that  the  number  of  individuals  will  gradually  decrease. 

Some  reasons  for  this  decrease — lack  of  food,  lack 

of  air,  enemies.     What  kind?    Other  causes? 

Comparison  of  rate  of  growth  of  those  in  the  pond 

with  those  in  the  school  room. 

Explanation  of  this  difference,  if  possible.     Does  the 
number  of  individuals  have  anything  to  do  with  the  growth? 
Under  what  conditions  are  the  individuals  the  largest?  Smallest? 
Change  in  individuals.     (Keep  record  on  blackboard.  > 
Does  the  little  black  center  change  shape? 
When  does  the  animal  begin  to  move  in  the  egg? 
When  does  the  animal  break  from  the  egg?  (Hatch.) 
What  does  it  do  when  it  hatches? 
When  does  it  begin  to  swim? 

What  does  it  do  when  it  is  not  swimming?    (Bemains  usually 
fastened  by  V-shaped  sucker  to  some  object.) 
In  what  part  of  the  jar  is  it  generally  located? 
Is  there  any  reason  why  it  likes  this  part  of  the  jar  better  than 
the  other  parts? 

Is  there  any  difference  in  the  position  of  the  animals  just  before 
and  just  after  giving  them  air? 
Feeding. 

They  use  small  plants  on  the  stones  (slime)  for  food.  New  slime- 
covered  stones  should  be  added  from  time  to  time.  Examine  the 
stones  after  they  have  been  in  the  water  with  the  animals  for 

14 


some  time.     They  may  be  fed  with  fresh  meat  or 
coarse  meal. 
Later  changes. 

Big  heads,  legs,  disappearance  of  tail.     (Gradu- 
ally?) 

Significance  of  coming  to  the  top  of  the  water? 
(Using  new  lungs.) 

Final  transformation.     Beginning  of  life  on  land. 
Along  with  the  study  of  these  transformations  from  egg  to  frog 
or  toad,  observations  should  be  made  on  the  habits  of  the  frogs 
and  toads  which  are  kept  in  the  room. 
Toads. 

They  may  be  kept  in  the  way  already  indicated,  being  careful  to 
keep  the  place  cool  and  damp.  The  vessel  holding  the  animals 
should  be  covered  with  netting  or  wire  screening  so  that  they 
may  be  seen  easily.  Pupils  must  be  quiet  while  watching  the 
animals.  The  food  consists  of  any  small  creeping  or  crawling 
animals.  These  must  be  alive.  Pupils  may  bring  in  insects, 
worms,  caterpillars,  etc. 
Points  to  be  noticed. 

Account  should  be  taken  of  the  number  eaten  in  a  given  time. 
These  accounts  should  be  repeated  from  time  to  time. 
Estimates  may  then  be  made  of  the  number  of  insects 
and  other  animals  destroyed  in  a  season. 
Way  of  disposing  of  different  kinds  of  food. 
Breathing.     Nostrils  opening  and  closing. 
Habits  as  to  darkness  and  light  to  be  observed  at  home 

by  as  many  of  the  pupils 
as  possible.  Encourage* 
the  pupils  to  have  one  or 
more  toads  at  home  in 
garden  or  yard.  They 
will  probably  remain  if 
put  in  a  damp,  cool, 
shady  place  where  they 
can  hide  in  day  time. 

15 


The  animals  should  not  be  disturbed  at  first.  They  must  get 
used  to  their  home  and  not  be  handled  roughly. 

Frogs — They  may  be  kept  in  the  way  already  indicated.  Try  the  same 
food  as  with  toads.  Observe  same  points  and  make  compar- 
isons. 

Recitations — Whenever  necessary  the  time  may  be  taken  to  care 
for  the  animals  without  any  attempt  to  teach. 
Throughout  the  whole  course  or  subject  the  teacher  must  guide 
the  pupils  rather  than  teach  in  a  formal  way.  Refer,  when  pos- 
sible, to  the  objects  for  answers  to  questions.  The  recitations 
should  consist  in  putting  together  from  time  to  time  what  has 
been  seen,  comparing  records  of  individual  pupils,  and  referring 
back  to  the  objects  to  settle  undecided  questions,  putting  the 
final  results,  if  important,  on  the  board.  The  subjects  indicated 
under  points  to  be  observed  will  afford  abundant  material.  The 
life  history  of  frog  and  toad  will  occupy  under  favorable  condi- 
tions about  two  or  three  months. 

The  changes  are  most  striking  and  rapid  in  the  first  and  last 
stages,  and  therefore  should  receive  the  most  attention. 

Expression. 

Drawings  should  be  made  from  time  to  time  so  that  the  life 
history  may  be  represented  in  all  forms  of  expression  (oral, 
written,  and  by  drawings). 

General  aim . 

The  general  aim  is  not  so  much  to  bring  out  the  different  facts  as 
such,  but  to  bring  the  pupils  in  as  natural  a  way  as  possible  in 
contact  and  in  sympathy  with  some  of  the  most  common  and  un- 
appreciated animals.  The  life  of  the  frog  or  toad  with  its  strug- 
gles, activities,  and  dangers  should  be  a  revelation  to  inspire  a 
desire  for  similar  knowledge  of  other  forms  of  animal  life. 

Salamander. 

This  animal  is  related  to  the  frog  and  toad,  and  may  be  kept 
under  the  same  conditions. 

Where  found. 
In  the  water  in  most  of  the  canyons  near  Los  Angeles  from  Jan- 

16 


uary  to  April.  At  this  time  they  are  swim- 
ming in  the  water,  and  may  be  kept  in  water 
for  several  months,  but  will  probably  thrive 
better  if  put  under  similar  conditions  as  indi- 
cated for  frog  and  toad. 
Points  to  be  observed. 

General  characters — smooth  skin,   legs,   tail, 
mouth,  etc. 

Compare  with  frog  and  toad. 
How  does  the  animal  breathe?    Watch  move- 
ments.      When  in  the  water  does    it    come    to    the    top    to 
breathe?    If  so,  how  often?   Look  for  bubbles  of  air?    What  part 
of  the  head  do  they  seem  to  came  from? 

Watch  the  animal  get  food.  Feed  flies  or  worms.  Put  small 
piece  of  meat  on  end  of  wire  or  stick  and  pass  several  times  in 
front  of  its  mouth.  The  animal  may  sometimes  be  induced  to 
take  food  in  this  way. 

How  does  the  animal  move  through  the  water? 
Watch  crawling  movements  on  a  board. 
Compare  the  two  movements. 

Other  points  may  be  suggested  to  the  teacher  as  the  animals  are 
watched  from  time  to  time. 

Eggs — These  may  be  found  in  the  streams  with  the  salamanders, 
about  the  middle  of  March.  They  will  be  found 
in  small  bunches  clinging  to  sticks  and  weeds  in 
much  the  same  way  as  the  eggs  of  frogs.  See 
preserved  specimens. 
How  taken  care  of. 

Same  as  the  eggs  of  frogs  and  toads.  The  devel- 
opment is  much  slower.  They  may  be  seen  mov- 
ing about  in  the  egg  long  before  they  hatch.  After  hatching  they 
may  be  cared  for  in  the  same  way  as  the  tadpoles  of  the  frog  and 
toad.  The  time  of  complete  change  into  adult  animals  will  be 
several  months  (6-9). 

Points  to  be  noticed — Same  as  frog  and  toad.     Compare. 
The  gills  of  the  young  salamander  are  not  covered  as  in  the  tad- 

17 


poles,  but  may  be  seen  as  a  fringe  around  the  head.    The  general 
suggestions  about  the  frog  and  toad  will  apply  in  the  study  of  the 
salamander  and  its  life  history. 
Garden  Work. 

This  consists  of  occasional  observations  on  the  commercial  plants 

f       which    were    planted 
/        during    the    previous 
term,  and  taking  care 
of  them  when  they  are 
ready  to  be  harvested. 
In  connection  with 
this  some  time  may  be 
given  to  the  methods 
in  actual  use  on  the 
California  ranch  in  harvesting  and  caring  for  the  products  such  as 
wheat,  barley,  beets,  etc. 
Plants. 

The  object  of  this  study  is  to  get  acquainted  with  the  common 
wild  plants,  both  native  and  introduced.  This  object  includes 
the  recognition  by  means  of  flower,  and  as  far  as  possible  by  other 
characters  such  as  leaves  and  seed.  As  each  plant  is  studied  not 
only  are  its  general  characters  observed,  but  as  far  as  possible 
the  adaptation  of  its  flowers  to  secure  pollination. 
Method— No  specific  directions  can  be  given  here.  The  teacher  must 
select  some  of  the  main  facts  about  the  plant  and  see  that  the  pupils 
observe  and  describe  them.  The  real  test  is  whether  the  child 
can  recognize  the  plant  and  recall  the  name,  or  if  the  name  is 

given  to  be  able  to  select  the  plant 
from  among  others.  Such  informa- 
tion as  is  necessary  for  the  teacher's 
preparation  may  be  obtained  from 
the  references. 

Collecting  and  caring  for  specimens. 
As  far  as  possible  have  the  children 
bring  in  their  own  specimens.  Those 
plants  in  the  immediate  vicinity  of 

18 


* 


the    Normal    may    be  gathered  by  the  class  in  field  lessons. 
Each  pupil  should  preserve  and  mount  a  specimen  of  each  plant 
studied.     These  specimens,  when  finished,    will  furnish  material 
for  review. 
Fourth  Grade.     (Three  twenty-five  minute  periods  per  week.) 

Garden  work.  Cultivation  and  study  of  some  members  of  the 
Nightshade  family  of  plants.  (IV,  50.) 

Plants.  Review  of  some  of  the  common  California  wild  flowers. 
Some  of  the  common  types  of  lower  plant  life.  (Ferns  and  their 
allies,  mosses  and  liverworts,  algae  and  fungi.  (IV,  45,  46,  52.) 

Animals.  Common  forms  of  animal  life  found  at  the  sea-shore 
(not  studied  the  previous  term  ,  insects  (after  cray-fish,crab,  etc.) 
spiders,  etc.  (Ill,  26,  27,  30,  34,  36,  39.) 

Correlation  with  literature,  drawing,  geography,  manual  training. 
Fifth  Grade.     (One  forty  minute  period  per  week.) 

Plants.     Continuation  of  the  study  of  the  work  of  plants  begun  in 
the  fall.     Adaptations,  (climbing,  etc.) 
Experiments  in  fermentation. 

Correlation  with  literature,  drawing,  geography,  arithmetic. 
Sixth  Grade.     (One  forty-five  minute  period  per  week.) 

Time  devoted  to  meetings  of  Junior  Naturalists'  Club. 
Seventh  Grade .(*)     (One  forty  minute  period  per  week.) 

Discussions  (with  experiments  and  home  readings)  of  simple  phe- 
nomena of  light  and  electricity.     Construction  of  voltaic  cell,  gal- 
vanometer, and  induction  coils.     Study  of  great  men  in  history 
of  physirs: — Franklin,  Faraday,  Edison,  Field,  Morse,  et  al. 
Eighth  Grade. ($)     (One  forty  minute  period  per  week.) 

General  study  of  air  based  on  laboratory  work  on  oxygen,  nitro- 
gen, carbon  dioxide,  watery  vapor,  smoke,  etc. 

Application  of  truths  learned  in  explanation  of  combustion,  ani- 
mal and  plant  life. 

Physiology. — In  addition  to  the  subjects  indicated  in  the  above  out- 
line such  phases  of  the  subject  of  physiology  as  are  adapted  to  the 
different  grades  are  selected  and  presented.  These  pertain  chiefly 
to  the  care  of  the  body,  formation  of  habits,  etc. 


Outlined  by  Dr.  Schults.        t  Outlined  by  Mrs.  English. 

19 


VI.      BlBMOGRAPHY  OF  REFERENCE  BOOKS  ON  NATURE  STUDY. 

(The  following  list  is  not  complete,  but  includes  the  most  important 
and  useful.) 

I.     Underlying  Principles  Determining  Method. 

1.  Barnes,  Earl.    "A  Study  in  Children's  Interests." — Studies  in 
Education,  (part  VI,  pp.  203-212.) 

2.  Burk,  Frederick.     "From  the  Fundamental  to  the  Accessory." 
— Pedagogical  Seminary,  (vol.  VI,  1898.) 

3.  Coulter,  J.  M.     "Mission  of  Science  in  Education."—  Science, 
(vol.  XII,  num.  295,  Aug.  24,  1900.) 

4.  Coulter,  J.  M.     "Some  Problems  in  Education." — Inland  Edu- 
cator, (vol.  I,  num.  9,  1901.) 

5.  Dewey,   John.      "School  and   Society." — Chicago  University 
Press. 

6.  Davis,  B.  M.     "Basis  of  Nature  Study." — Proceedings  of  Cal. 
Teachers'  Assoc.  1899. 

7.  Hodge,  C.  F.     "Foundations  of  Nature  Study." — Pedagogical 
Seminary,  (vol.  VI,  num.  4,  vol.  VII,  num.  1-2,  1899-1900.) 

8.  Hodge,  C.  F.     "Nature  Study  and  Life."— Ginn  &  Co  ,  1901. 

9.  Hugh,  D.  D.     "Animism  in    Children." — 
Northwestern  Monthly,  (vol.  IX,  pp.  450-453.) 

10      James,  Wm.     "Talks to  Teachers."— Henry 
Holt  &  Co 

11.  Jackraan,  W.  I.     "Constructive  Work  in  the 
Common  Schools." — Educational  Review,  (vol. 
XVII,  pp.  105-124.) 

12.  Lucky,  G.  W.  A.      "Children's   Interests." 
— Proceed,  of  Nat.  Educational  Assoc.,  1897. 

13      McMurray,  Chas.     "Special  Method  in  Sci- 
ence."— Public  School  Pub.  Co.,  Bloomington,  111, 

14.  Scott,  C.  B.     "Nature   Study  and  the  Child."— D.  C.  Heath 
&Co. 

15.  Tayler,  J.  S.     "Some  Practical   Aspects  of  Interest." — Peda- 
gogical Seminary,  (vol  VI,  1898.) 

16.  Van  Liew,  Chas.     "Racial  Traits  in  Group   Activity  Among 
Children."— Proceed.  Nat  Ed.  Assoc.,  1899. 

20 


17.  Van  Liew,  Chas.     "Mental  and   Moral   Development  of  the 
Kindergarten  Child." — Kindergarten  Review,  (vol.  X.  pp.  87-94.) 

II.  Method.— (5,  6,  7,  12,  13,  of  I.) 

18.  "Elementary  School  Record,"    (num.  4,  Botany,  1900 ^—Uni- 
versity of  Chicago  Press. 

19.  Davidson,  Alice  Merritt.    "California  Plants. "— Baumgardt  & 
Co.,  Los  Angeles. 

20.  Jackman,  W.  I.     "Nature  Study  in  the  Grammar  Grades."— 
Macmillan  Co. 

21.  Jackman,  W.  I.     "Nature  Study."— Henry  Holt  &  Co. 

22.  Jenkins  &  Kellogg.     "Lessons  in  Nature   Study." — Whitaker 
&  Ray  Co. 

23.  Lange,  D.     "Handbook  of  Nature  Study.  "—Henry  Holt  &  Co. 

24.  Lloyd  and  Carss.     "Nature  Study  in  the  Horace  Mann  School  " 
—Teachers  College  Record,  March,  1900. 

25.  Wilson,  L.  L.     "Nature  Study  in  the  Elementary  Schools." — 
Macmillan  Co. 

III,  Subject  Matter.     Animals.- -(20,  21,  22,  23,  24,  25,  of  II.) 
General. 

26.  Burnett,  M.     "Zoology,"  (Elementary). — Amer.  Book  Co. 

27.  Davenport,  C.  B.  and  C.  G.      "Introduction  to   Zoology." — 
Macmillan  Co. 

28.  Jordon  and  Kellogg.     "Animal  Life." — Appleton. 

29.  Lydeker,  Sharp,  et  al.     "Natural  History."— Appleton. 
Insects  and  Spiders. 

30.  Comstock,  J.  H.     "Insect  Life."— Teachers  and  Students  Ed., 
Appleton. 

31.  Cooke,  M.     "Insects  Injurious  and  Beneficial. " — H.S.Crocker 
&  Co.,  Sacramento,  Cal.,  1887. 

32.  Cooke,  M.    "Injurious  Insects  to  Orchard." 

33.  Cragin,  B.  S.     "Our  Insect  Friends  and  Foes.  "—Putnam,  1897. 

34.  Emerton,  J.  H.    "The  Structure  and  Habits  of  Spiders."— B. 
Whidder,  Boston,  1897. 

35.  Hiatt,  A.  "Insecta.  Guide  for  Science  Teaching. "— Ginn  &  Co. 

36.  Packard,  A.  S.  "Entomology  for  Beginners." — Henry  Holt  &  Co. 

37.  Scudder,  S.  H.     "Butterflies."— Henry  Holt  &  Co. 

21 


38.  Scudder,  S.  H.      "Frail   Children  of  the   Air."— Hough  ton, 
Mifflin  &  Co. 

39.  Weed,  Clarence  Moore.     "Stories  of  Insect  Life." — Ginn&Co. 
Birds. 

40.  Chapman,  F.  M.     "Bird  Life."— Appleton,  1897. 

41.  Grinnell,    Eliz.   and  Joseph.      "Our 
Feathered  Friends."— D.  C.  Heath  &  Co. 

42.  Miller,  Olive  Thome.      "In   Nesting 
Time."— Houghton,  Mifflin  &  Co. 

43.  Miller,  0.  T.     "Bird  Ways."— Hough- 
ton,  Mifflin  &  Co. 

44.  Miller,   O.   T.     "Little  Birds  of  the 
Air."— Houghton,  Mifflin  &  Co. 

IV      Subject  Matter.     Plants.     (18,  19,  20,  21,  22,  23,  24,  25,  of  II.) 

45.  Atkinson,  G.  F.  "First  Studies  of  Plant  Life."— Ginn  &  Co.  1901. 

46.  Barnes,  C.  R.  "Outlines  of  Plant  Life."— Henry  Holt  &  Co.  1901. 

47.  Bailey,    L.  H.     "Garden  Making."— Macmillan  Co. 

48.  Bailey,    L.  H.     "Lessons   with  Plants." — Macmillan  Co, 

49.  Beal,  W.   J.     "Seed  Dispersal."— Ginn  &  Co. 

50.  Bergen,  J.  Y.     "Elements  of  Botany."— Ginn  &  Co. 

51.  Clapp,  H.  L.     "School  Gardens."— Pop.    Sci.    Monthly,     vol. 
52,  pp.  445. 

52     Coulter,  J.  M.     "Plant  Relations."— Appleton. 

53.  Coulter,  J.  M.     "Plant  Structures."— Appleton. 

54.  Jepson,  W.  L.     "Flora  of  the  Middle   West."— Encina  Pub. 
Co.,  Berkeley,  Cal. 

55.  Morley,  M.  W.     "Seed  Babies."— Ginn  &  Co. 

56.  Newell,  JaneH.     "Outlines  of  Lessons  in  Botany." — Giiin&Co. 

57.  Putnam,  B.  L.    "Children's  Gardens." — Kindergarten  Review, 
Sept.,  1898,  (pp.  22.) 

58.  Rattan,  Volney.     "Popular  California  Flora."— Bancroft  Pub. 
Co.,  San  Francisco. 

59.  Smith,  G.  B.     "A  German  School  with  a  Garden."— Dep.  Agr. 
Experimental  Station  Circ.  (num.  43.) 

V.     General  and  Popular  Relating  to  Nature. 

60.  Bergen,  Fanny  D.  "Glimpses  at  the  Plant  World."— Ginn  &  Co, 

22 


61.  Buckley,  A.  B.     "Life  and  Her 
Children. ' ' — Appleton. 

62.  Buckley,   A.    B.     "Winners  in 
Life's  Races." — Appleton. 

63.  Burroughs,  John.      "Signs  and 
Seasons. "— Houghton,Mifflin&Co. 

64.  Burroughs,  John.     "Riverby. " 

65.  Burroughs,     John.        "Winter 
Sunshine." 

66.  Burroughs,    John.       "Wake 
Robin." 

67.  Gage,  S.  H.     "The  Life  History  of  the  Toad."— Cornell  Teach, 
ers'  Leaflets,  (num.  9.) 

68.  Gould,  A.  W.     "Mother  Nature's  Children."— Ginn  &  Co. 

69.  Hodge,  C.  F.     "The  Common  Toad.''— Nature  Study  Leaflet, 
Biology  Series  num  1,  Worcester,  Mass. 

70.  Hodge,  C.  F.     "Our  Common  Birds."— Nature  Study  Leaflet- 
(num.  2  ) 

71.  Ingersol,  Ernest.     "Wild  Neighbors." — Macmillan  Co. 

72.  Jordon,  D.  S.     "True  Tales  of  Birds  and   Beasts."— Pop.    Sci. 
Monthly,  (vol.  54.) 

73.  Jordon,  D.  S.     "The  Fur  Seal  as  an  Animal."— Forum, (vol.  23.) 

74.  Kingsley,  Chas.     "Water  Babies."    (Abriged).— Ginn  &  Co. 

75.  Morley,  M.  W.     "Little  Wanderers.''— Ginn  &  Co. 

76.  Muir,  John.  "Among  the  Ani- 
mals of  the  Yosemite." — Atlantic 
Monthly,  (vol.  82.) 

77.  Needham.   James.        "Outdoor 
studies." — Amer.  Book  Co. 

78.  Ricks,  Geo.     "Natural  History 
Object    Lessons."— D.  C.     Heath 
&Co. 

79.  Thompson,  E.  S.     "Wild  Ani- 
mals I  Have  Known." — Scribner. 

80.  Wright,  J.  M.     "Sea-side  and  Way-side."— D.  C.  Heath  &  Co. 

B.  M,  DAVIS. 


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